Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline

Science education is critical for our society's future, but achieving diversity in STEM fields has been an ongoing challenge. A recent research paper titled "Graduate Students' Identification With Science: Differences by Demographics, Experiences, and Discipline" explores the factors that influence graduate students' identification with science and can offer insights for promoting diversity in STEM fields.

The study surveyed over 1,200 graduate students in STEM fields from four universities in the United States and used the "Scientist Identity Scale" to measure students' identification with science. The results showed differences in how graduate students identified with science based on gender, race, and ethnicity. Women, underrepresented minorities, and first-generation college students had lower levels of identification with science compared to their male, white, and non-first-generation peers. This suggests that efforts to promote diversity in STEM fields must consider students' experiences from different backgrounds.

The study also found that graduate students with positive research experiences and supportive advisors had higher levels of identification with science. This highlights the importance of creating high-quality research experiences and mentoring relationships in science education programs to help students identify as scientists and pursue careers in STEM fields.

Additionally, the study found that students in specific disciplines, such as biology and chemistry, had higher levels of identification with science compared to those in engineering and computer science. Science education programs could address these discipline-specific differences and work to support students across all STEM fields.

Finally, the study emphasizes the importance of developing a sense of scientific identity, which is the extent to which individuals see themselves as scientists. Science education programs can provide opportunities for students to engage in scientific inquiry, communicate scientific findings, and reflect on the role of science in society to help develop a sense of scientific identity.

The findings of "Graduate Students' Identification With Science: Differences by Demographics, Experiences, and Discipline" provide valuable insights for promoting diversity and inclusion in STEM fields, particularly at the graduate level. Here are a few ways in which these findings could be applied to improve STEM participation:

1. Foster inclusive environments: The study highlights the need to create more inclusive and supportive environments that encourage all students to identify as scientists, regardless of their background. This could be achieved by promoting diversity and inclusion initiatives, creating mentorship programs that provide positive research experiences, and implementing bias-aware practices in the admissions and recruitment process.

2. Address discipline-specific differences: The study found that graduate students in specific STEM disciplines, such as engineering and computer science, had lower levels of identification with science. Science education programs could work to identify the factors that contribute to these differences and develop targeted interventions to address them.

3. Provide opportunities for engagement: The study emphasises the importance of providing opportunities for graduate students to engage in scientific inquiry, communicate scientific findings, and reflect on the role of science in society. Science education programs could create more opportunities for students to participate in research projects, present their work at conferences, and engage with the public through outreach and science communication activities.

4. Emphasise the relevance of STEM: The study highlights the importance of helping students develop a sense of scientific identity, which is the extent to which individuals see themselves as scientists. Science education programs could emphasise the relevance of STEM fields to real-world problems and demonstrate the impact that science can have on society, to help students develop a stronger sense of scientific identity.

In conclusion, the findings of "Graduate Students' Identification With Science: Differences by Demographics, Experiences, and Discipline" have important implications for promoting diversity and inclusion in STEM fields. Science education programs can use these insights to create more inclusive and supportive environments that encourage all students to identify as scientists and pursue careers in STEM, regardless of their background. By addressing these issues, we can help create a more diverse and representative STEM workforce for the future.

Read the full article: https://journals.sagepub.com/doi/10.1177/21582440211060832

The Benefits of Active Learning and Group Work in University Classrooms

Introduction

Active learning and group work are increasingly recognised as effective strategies for promoting student engagement and learning in university classrooms. This blog explores the findings of a study that confirmed the positive effects of these strategies in the Biology curriculum at a large university. The study highlights the benefits of extensive group work, simple interventions with a low barrier to entry, and the importance of instructor interactions with students.

Benefits of Extensive Group Work

Extensive group work is characterised by the instructor lecturing for only half the allotted time or less, while most classroom activity involves student group work and follow-up discussions mediated by the instructor. The study found that student performance was higher in classes characterised by extensive group work compared to introductory lectures or the emergence of group work. This approach allows for engagement with the course material through explanation and discussion that can maximize student learning.

Low Barrier to Entry Interventions

The study highlights the effectiveness of a simple intervention with a low barrier to entry, such as in-class worksheets, in promoting student learning. Instructors can create worksheets encouraging students to engage with course material in a group setting, fostering collaboration and a deeper understanding of the material. This is an easy and effective way for instructors to incorporate active learning and group work into their classrooms.

Adverse Effects of Instructor Moving in Groups

Surprisingly, the study found that "Instructors moving in groups" (I-MG) negatively predicted student learning. Instructors should be mindful of how their interactions with specific groups may affect other groups' engagement levels and learning gains within the classroom.

Other Variables:

The study found four other variables had much lower explanatory power, including Student Asks a Question (S-Q) and Instructor Follow-up (I-FUp). Instructor real-time writing (I-RtW) and Student answering a question posed by the instructor (S-AnQ) were retained in more than one of the best models, but their influence on student learning was not as strong compared to the other predictors in the models.

Accessibility

Online learning provides accessibility advantages, allowing students to access educational materials and resources anytime, anywhere, as long as they have an internet connection. This is particularly beneficial for students who cannot attend in-person classes due to geographic or physical limitations. In the classroom and university setting, instructors can help address disparities in learning opportunities between students with access to these resources and those without access.

Flexibility

Online learning allows students to learn at their own pace and schedule. This can be particularly beneficial for students who work part-time or full-time jobs, have family responsibilities, or live far away from campus. Instructors can use strategies to promote structure and accountability in online learning, such as setting clear deadlines for assignments and exams.

Interactivity

Online learning can allow students to engage with course material and interact with instructors and classmates in new and innovative ways. Instructors can use various strategies to promote interaction and engagement in online learning, such as incorporating interactive elements into the course design and providing opportunities for students to connect with one another and the instructor outside of class.

Application for Schools:

The benefits of active learning and group work are not limited to university classrooms. These teaching strategies can also be applied in K-12 schools to promote student engagement and a deeper understanding of course material. Teachers can incorporate group work and collaborative learning activities into their lesson plans to encourage students to work together and learn from one another. In addition, teachers can use low barrier-to-entry interventions, such as worksheets or discussion prompts, to promote active learning in the classroom. Using these strategies, teachers can help students develop essential teamwork and collaboration skills that will be helpful in their future academic and professional pursuits.

Conclusion

The study's findings highlight the benefits of active learning and group work in promoting student learning and conceptual understanding. Instructors can incorporate simple interventions, such as in-class worksheets, to encourage student engagement and collaboration in the classroom. The study also emphasises the importance of extensive group work and highlights the need for instructors to be mindful of how their interactions with specific groups may affect the engagement level and learning gains of other groups within the classroom. Online learning can provide accessibility, flexibility, and interactivity advantages but also create disparities and challenges that instructors must address.

Want to read more about the author and their study read their full paper below.

Read the full study: Weir, L.K. et al. (2019) ‘Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology’, PLOS ONE. Edited by B. Motz, 14(8), p. e0220900. Available at: https://doi.org/10.1371/journal.pone.0220900.

Considering a Doctorate?

What is a PhD?

Any degree that confers a doctoral degree is known as a doctorate. You must perform sophisticated work that significantly advances knowledge in your profession to be eligible for one. By doing this, you gain the title "Doctor" and, therefore, the name.

To earn a PhD, students often do independent, significant, original research in a given area before creating a thesis worthy of publishing. Even though some doctorates involve taught courses, PhD candidates are virtually always evaluated on the calibre and novelty of the thesis they submit in their independent research project.

So, what distinguishes a PhD from a doctorate?

One kind of doctorate is a PhD. The PhD is the most popular doctoral degree. It is given out on practically all topics at institutions around the world. Other doctorates are typically more specialised or for more real-world, work-related undertakings. All doctorates are doctorates, but not all PhDs are doctorates.

Who is a PhD for?

A PhD is demanding and difficult in its own right. After earning your undergraduate degree, it takes at least three years of taxing effort and dedication as well as a masters degree.During those years, you'll need to provide for yourself, and even while you'll be developing an outstanding set of talents, you won't necessarily be moving up the job ladder.A PhD, however, is also incredibly gratifying. This is your chance to truly advance human understanding and to create original research that other scientists can (and will) build upon in the future. No PhD is useless , regardless of how esoteric your subject may seem. This is because of the professional development many institutions put into their doctoral students. Another accomplishment to feel quite proud of is a PhD. At this level, a minuscule minority of students continue on to further study. After receiving your PhD, you will have an impressive degree and a title to match. Additionally, non-academic careers and professions are beginning to acknowledge the special abilities and experience that a PhD delivers.

Who funds a PhD?

This can be research institutions or government bodies who pay the team or researcher to investigate the research area. The UK has the UKRI but different countries will have their own examples of these funders. If your applying for student finance (a doctoral loan) you are able to take out upto £27,892 but this is for the duration of your PhD not yearly. These are just two examples of funding streams which I will cover in a more detailed specific article in the upcoming weeks.

So let me help you decide whether to embark on your doctoral journey.

Further reading:

https://www.findaphd.com/guides/phd-funding-guide

Or listening:

https://www.youtube.com/watch?v=G-6sCmIgxZU

The Importance of the Second Job

This blog article is going to look at voluntary roles that students and staff members may undertake throughout your career. This can be designated work experiences, a job, or less expressly voluntary roles.

So a voluntary role is generally seen more as an unpaid opportunity for work experience for learners. Individuals who work in a different field may use the voluntary role or charity work to fulfil a role they cannot seek out in their present job. The overarching benefit is undoubtedly the engagement with other professionals in a different context. Learning a different skill from other professionals is so important for those with only academic knowledge. If the learner needs a specific experience to explore a job opportunity, the voluntary work can sometimes offer this.

Good examples of experience:

• It generally makes the individual more successful in their work by allowing them access to new experiences that they can apply to their career.

• It gives learners the chance to explore different careers before you decide on the correct pathway for yourself. If you are in the vocational fields, it is so vital to work in different fields. They need to know what you want to do, what you would not do, and areas that you may think about in more detail. 

• It gives you the chance to work with teams of individuals in your chosen field; it gives you an idea of their journey and how you can get there. 

• It allows you to explore areas within your field that you are interested in, which shows your passion. It provides your employer with an insight into the holistic you, hobbies, and interests outside of work.

• It provides you with the opportunity to trial different fields if you are thinking of a move or career change before making that leap think if you want to work with dogs or open a kennel. Work at a kennel, see how to manage it try to work within different areas, and get an idea of the job, not just the image of the job.

• Remember, this is a flexible approach to the job you are entering. You are offering your time and providing the workplace with an effectively free resource. You come with a relatively low cost to the business, and they can potentially use your knowledge and insights of other fields to grow themselves. 

• For many learners, especially in fields like Zoo collections or conservation, this is often how you get a job as you know the system, and they have a lower financial cost with training you. Plus, you have effectively been doing one long interview process.

• It helps you build and develop your contacts in the field and enables you to work with individuals who are interested in the field and may themselves explore other avenues. This can be invaluable as both of your careers grow as your contacts may lead to future jobs or business opportunities. 

• It is a great talking point for your CV or LinkedIn profiles.

Bad examples of work experiences:

When I talk about bad work experiences, this is how you use it constructively and learn from the experience, not examples of them as if you have had or believe you are having a bad experience. You will be aware of it.

• Be honest about your experience what did you find to be the negative feature was it the environment, the colleagues you were working with, or was it the job. Was the job reflective of what you would be doing if you were trained, or did they not know how to apply you to the workplace effectively? Try and reflect on it with someone from a neutral perspective, not someone with a bias in favour of you or the workplace. 

• Remember, you may not be the only one discussing these points with colleagues and friends constructively in some cases can help your situation. If you are finding the work demanding or the task difficult to understand, ask for help engage support that may be available, a problem shared is a problem halved. Remember not to make it personal, discuss areas that are a challenge in the job for support. Do not use it as a gossip tool. 

• Remember to focus on the positives, what experiences you can take from your lessons in the job, and how this can be effectively utilised in your career plan. Think from a reflective point of view what does this experience tell you about who you are and what you want to do. It is also essential to have a comparison try to work elsewhere, so you do not have a bias against a field based on one experience. 

While the above largely takes the view of work experience for students, this must be recognised as a benefit for those in the working field and those studying. Whilst many individuals do not necessarily want to take on the burden of a voluntary job alongside paid work, or part-time work whilst they are studying, you cannot always find part-time work in your chosen field. This is why you must use your time effectively what value does it add to your career, does it improve your CV, provide you with business or job opportunities, does it elevate your brand. Working in multiple roles gives you the benefit of seeing yourself from different prospectives. You can highlight to employers and investors the holistic you not just the professional you. If you are active on social media, it is also worth remembering that using it as a tool can also help drive your career forward. The goal should always be to find that golden opportunity where you love what you do and are satisfied in your professional as well as your personal life. By starting a second job where you showcase more of you as a person, you attract more opportunities as the more you work with a variety of people and expand your network you enable this knowledge sharing to propel you forward. The more you surround yourselves with likeminded individuals, the more enriched your professional, as well as personal life, becomes. A second job reduces the risk for you, especially if you are trying to turn a side job into your primary job role. This gives you more safety to explore new opportunities and experiences without committing all of your time and financial resources. It is an excellent time to reflect on your financial independence as well as working multiple sources can allow you to generate revenue from various sources and not have a reliance on one single revenue stream which can give you a safety net to fall back on. This also gives you the option to explore other opportunities as financial security allows for greater flexibility professionally. On top of this, it gives you the chance to reflect on you and what you want to achieve. 

https://www.ncvo.org.uk/ncvo-volunteering/why-volunteer

https://agilesearch.io/blog/moving-on-from-a-bad-work-experience/

https://www.forbes.com/sites/ryanrobinson/2017/07/06/unexpected-benefits-start-side-hustle-today/

Your Career Post Covid

The job market in some fields has never been tougher as it will for those facing the ramifications of Covid-19. Now the virus has severely damaged some key industries there are some which we will see a bounce back with a leaner model but others may now stop altogether as Covid-19 is another nail in the coffin. Now the industries which come to mind are large high street stores which have been declining in the wake of the online revolution. Now as I have touched on before in other blogs, not all high streets will suffer like this but many chains will, as what they offer is not different enough from the online stores or competitors. Looking at businesses like Gymshark, which recently became a billion-pound company or companies like the dollar shave club. Now whilst sectors like hospitality, travel and tourism, events and experiences are likely to bounce back this article is about what to do in the interim. Many companies have seen surges in demand during the pandemic supermarkets, local high street stores, agriculture and horticulture to name but a few. For your career to bounce back you need to think about your experiences and qualifications critically. What can you offer to a new industry or sector? Transferable skills the traits and career skills which can be applied either directly or indirectly to a new market. For example, if you are experienced in hospitality rely on these skills and apply it to client care. With you having experiences of helping clients become satisfied with products you have provided or applying soft skills like diffusing tension and conflict resolution you skills necessary to develop into other fields. So rethink what your strengths are, evaluate your knowledge, thinking what could be useful for other markets. Now whether your newly emerging into the field or you are being flung back into it, this is the ideal time to update, spruce up and reinvent your branding portfolio. Look at the new styles of CV writing what is the market looking for, what skills should you highlight, how should you present this. This is an area which we can help you to address or there are other services and providers to support you. Look at your personal statement and cover letters how far have you come since the last version of this document was sent out. What are you interested in now how has the lockdown changed your ethos do you need to add to your LinkedIn share your thoughts, challenges and interests build your tribe. Use this tribe to help you find your next chapter and opportunity for growth. Make your the branding reflect what you are aiming to achieve across all of the platforms. Have you come to the realisation that you want to be your own boss, have you noticed something that other people haven’t during the lockdown. If this is something you have mulled over and debated before it might seem like the worst time to start out but if you can provide something different, something new and safe this is when you should take the chance. The perspective you have gained from the pandemic is likely to be built into your business plan and design so why shouldn’t you go for it. You might be thinking well there is a recession but this is unlike the financial crisis. This is not a crisis that has hit every industry many are thriving as a result it is having a disproportionate impact on some and not others. If you think you can offer a nee perspective or idea then pursue it. Finally, if these options are not for you then head back to school and university think of something that you need to be back and better then ever when your industry remerges. Remember though you want this as a safeguard make sure you pursue a more future proof qualification something which enhances your current portfolio but also gives you a value-added skill.

https://ipa.co.uk/initiatives/post-covid-19-careers